Abstract

A current priority in education policy and regulation in England concerns how to address low levels of participation in post-compulsory education (PCE) of people from socially and economically disadvantaged groups. Set in the context of an Arts education institution, this thesis contributes to a longstanding debate of whether education alone, can, or cannot, compensate for social inequality (Bernstein 1970, Gorard 2010, Coffield and Williamson 2012).
The thesis provides a narrative account of my own experience and influences, it progresses to present the narratives of five Arts students, who for methodological purposes, are regarded as ‘exemplar’ cases (Bronk et al 2013). Throughout the thesis episodes of experience, influence, and critical incidents (Flanagan 1954) are referred as ‘Critical Moments’.
The ontological position taken in this thesis, regarding what is taken to be real in the social world, is constructivist. Here, reality is framed as neither singular nor objective, but made up of multiple realities (Waring 2012, p.16). The epistemological position underpinning the study is interpretive, in that knowledge is pursued not via a quest for objectivity or certainty, but through authentic and trustworthy interpretation. Quantitative empirical datasets are employed to indicate the scale of the problem and the complex context in which widening participation (WP) practitioners’ work.
Bernstein’s concept of Pedagogic Rights (PRs) (2000, p.xx) is employed as a focusing device to explore the potential contribution and development of guiding pedagogic principles and curriculum design in WP. Narrative inquiry is used as a method to generate stories of the experiences of participants in this study, these are presented as accounts of encountering boundaries as tension points between their past and potential future lives.

The thesis illustrates how decisions to engage in PCE are influenced by significant others, accrued experiences and access to resources. These can enhance or diminish life chances as well as develop an individual’s personal virtues.
Contributions to knowledge are presented in the form of a series of pedagogic principles, grounded in the work of Bernstein (ibid.). In closing, the thesis extends an invitation to other practitioners to test out Bernstein’s PRs and the related WP pedagogic principles.